This study addresses the challenge of enhancing early childhood education in isolated territories through locally grounded professional development strategies. Specifically, it examines the implementation and outcomes of a collaborative, network-based in-service teacher training initiative in Puerto Williams, Chile—the southernmost city in the world. The initiative integrated a rights-based and gender-sensitive pedagogical approach, using the arts as a cross-cutting strategy, and targeted kindergarten principals, preschool educators, and teaching assistants. Adopting a qualitative case study methodology, data were collected through a focus group, classroom observations, and field notes. The analysis was framed by an ecosystemic and interdisciplinary theoretical approach, emphasizing collaboration, leadership, and territorial relevance. Findings reveal that the integration of theoretical training with collaborative practice fostered professional growth, improved classroom interactions, and promoted shared pedagogical visions. Participants highlighted the inclusive nature of the network and its transformative impact on gender and citizenship education. However, challenges remain in engaging families, navigating conservative social norms, and addressing structural constraints such as limited time and personnel. This study contributes to understanding how professional development can be adapted to remote contexts and suggests that both policymakers and practitioners should consider collaboration and flexibility as key levers for sustainable capacity-building in early childhood education.
Becerra et al. (Thu,) studied this question.